1 getting kids physically active aaron beighle, ph.d

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Getting Kids Physically ActiveGetting Kids Physically Active

Aaron Beighle, Ph.D.Aaron Beighle, Ph.D.

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The BeginningThe Beginning

University of SouthUniversity of SouthFlorida's Prevention Research CenterFlorida's Prevention Research Center– Community Based Prevention Marketing in Community Based Prevention Marketing in

Lexington GrantLexington Grant

After-school programs targeted by After-school programs targeted by “Tweens” Coalition“Tweens” Coalition

Commissioned by the Director of the Commissioned by the Director of the Coalition, Anita CourtneyCoalition, Anita Courtney

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The EvolutionThe Evolution

Started with six hours over three eveningsStarted with six hours over three evenings

Participant feedbackParticipant feedback– More activities for childrenMore activities for children– Fewer sessionsFewer sessions

Created a bookletCreated a booklet– Management ideasManagement ideas– Activity ideasActivity ideas

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Workshop OrganizationWorkshop Organization

Part 1 – Managing students in a physically Part 1 – Managing students in a physically active settingactive setting

Part 2 – Understand physical activity Part 2 – Understand physical activity promotion for youthpromotion for youth

Part 3 – Developmentally appropriate Part 3 – Developmentally appropriate activities for youthactivities for youth

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Part 1 – Part 1 – Managing children in a Managing children in a physically active settingphysically active setting

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Part 1:Part 1:Key ConceptsKey Concepts

Stopping and starting childrenStopping and starting children– Consistent signalsConsistent signals

Grouping childrenGrouping children– Humane and efficientHumane and efficient

Efficient equipment retrievalEfficient equipment retrieval– Set upSet up

Giving instructions and directionsGiving instructions and directions– Thorough and conciseThorough and concise

Simple activities and gamesSimple activities and games– Fun for allFun for all

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Part 2 – Part 2 – Understand physical activity Understand physical activity

promotion for youthpromotion for youth

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Fitness, Exercise, or Activity?Fitness, Exercise, or Activity?

FitnessFitness: A set of attributes that people have or : A set of attributes that people have or achieve relating to their ability to perform physical achieve relating to their ability to perform physical activity (USDHHS, 1996)activity (USDHHS, 1996)

ExerciseExercise: Leisure time physical activity conducted : Leisure time physical activity conducted with the intention of developing physical fitness.with the intention of developing physical fitness.

Physical ActivityPhysical Activity: Bodily movement that is produced : Bodily movement that is produced by the contraction of skeletal muscle and that by the contraction of skeletal muscle and that substantially increases energy expenditure substantially increases energy expenditure (USDHHS, 1996)(USDHHS, 1996)

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Dance

Exercise

Sports

Recreation

Leisure Activities

Others

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Why physical activity?Why physical activity?

Inactive people have twice the risk of Inactive people have twice the risk of developing heart diseasedeveloping heart diseaseInactivity is a primary risk factor for Inactivity is a primary risk factor for heart disease (so are smoking, high heart disease (so are smoking, high blood pressure, and high cholesterolblood pressure, and high cholesterolReduces risk of cancer and diabetesReduces risk of cancer and diabetesImproves posture and reduces lower Improves posture and reduces lower back painback painIs as effective as psychotherapy for Is as effective as psychotherapy for treating depressiontreating depression

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Activity Is for All YouthActivity Is for All Youth

Regular activity for youth increases the probability Regular activity for youth increases the probability of an active adult lifestyle Youth who are active at of an active adult lifestyle Youth who are active at 3 or 4 years of age, are more active as adults 3 or 4 years of age, are more active as adults

Moderate activity offers lifetime benefitsModerate activity offers lifetime benefits

Activity helps those who need it most - unskilled Activity helps those who need it most - unskilled and obese youthand obese youth

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Why the Concern about Why the Concern about Inactivity among Youth?Inactivity among Youth?

A percentage of youth (15-30%) are A percentage of youth (15-30%) are inactive.inactive.

Other reasons for concern are:Other reasons for concern are:– The rapid decrease in activity among youth The rapid decrease in activity among youth

when they enter adolescence, particularly when they enter adolescence, particularly femalesfemales

– The increase in obesity among youth and The increase in obesity among youth and adultsadults

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Steps across grade levelSteps across grade level

8000

9000

10000

11000

12000

13000

14000

15000

1 2 3 4 5 6 7 8 9 10 11 12

Grade

Ste

ps/d

ay

Males

Females

Mean steps/day for female and male students in grades 1-12

Le Masurier, G., Beighle, A., et al, (2005) Pedometer determined physical activity levels of youth. Journal of Physical Activity and Health.

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When are elementary school When are elementary school students active?students active?

0

1000

2000

3000

4000

5000

6000

7000

8000

P.E. School Day OutsideSchool

BoysGirls

Morgan, C. F., Pangrazi, R. P., & Beighle, A. (2003). Using pedometers to promote physical activity in physical education. Journal of Physical Education Recreation and Dance, 74(7), 33-38.

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FactorsFactors

EnvironmentEnvironment– Staff ManagedStaff Managed

MotivationMotivation– Staff interactionStaff interaction

Appropriate ActivitiesAppropriate Activities– Staff determinedStaff determined

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(teacher = anyone working with children)(teacher = anyone working with children)

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A Friend?A Friend?

Friends play favoritesFriends play favorites

Friends want to be likedFriends want to be liked

Friends pick who they wish to helpFriends pick who they wish to help

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A leader?A leader?

Leaders care about all students and treat them Leaders care about all students and treat them all fairlyall fairly

Leaders earn respectLeaders earn respect

Leaders help all studentsLeaders help all students

Leaser are proud of what they doLeaser are proud of what they do

Leaders are about peopleLeaders are about people

Leaders want to make a positive difference in Leaders want to make a positive difference in the lives of all childrenthe lives of all children

Are you a leader?Are you a leader?

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Understanding YouthUnderstanding Youth

Elementary Age ChildrenElementary Age Children– Love activity…anythingLove activity…anything– Short attention spansShort attention spans– Concrete thinkersConcrete thinkers– CuriousCurious– IndividualsIndividuals– Self-centeredSelf-centered

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Understanding YouthUnderstanding Youth

Late elementary to middle schoolLate elementary to middle school– Peer acceptance is importantPeer acceptance is important– Success is extremely importantSuccess is extremely important– Activity may not be coolActivity may not be cool– Changing bodiesChanging bodies– Can be emotionalCan be emotional– Struggle for independenceStruggle for independence

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Teacher’s Role in a Physical Teacher’s Role in a Physical Activity ProgramActivity Program

1. Teach students to be good people1. Teach students to be good people• Teachers are agents of change for societyTeachers are agents of change for society• If we don’t teach them to be better people If we don’t teach them to be better people

who willwho will

2.2. Make activity funMake activity fun• Sell itSell it

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Causes of misbehaviorCauses of misbehavior

Looking for attentionLooking for attention

Low self-esteemLow self-esteem

ConfusedConfused

Bored/Not challengedBored/Not challenged

Dislikes the activity/programDislikes the activity/program

Expectations different from home or Expectations different from home or school dayschool day

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Dealing with MisbehaviorDealing with Misbehavior

Productive and unacceptable behavior are Productive and unacceptable behavior are learned and can changelearned and can changeBe assertiveBe assertiveKnow the role of emotionKnow the role of emotionDeal with the behavior immediatelyDeal with the behavior immediately– The longer you wait the more difficult it is to The longer you wait the more difficult it is to

change a behaviorchange a behavior– Reprimanding children after a class or day is Reprimanding children after a class or day is

not effectivenot effective

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More Dealing with BehaviorMore Dealing with Behavior

Always address the behavior, not the childAlways address the behavior, not the child

Sermons or lectures are ineffectiveSermons or lectures are ineffective

Work to shape one behavior at a timeWork to shape one behavior at a time

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Preventing Behavior ProblemsPreventing Behavior Problems

Plan ahead. Know what you are going to Plan ahead. Know what you are going to do. How will you react?do. How will you react?

Call attention to desirable behaviorCall attention to desirable behavior

Positive, specific feedback is very powerfulPositive, specific feedback is very powerful

Identify your leaders and problems right Identify your leaders and problems right awayaway

Model your expectationsModel your expectations– How?How?

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Preventing Behavior ProblemsPreventing Behavior Problems

Address behavior PRIVATELYAddress behavior PRIVATELY

Understand how failure and frustration Understand how failure and frustration impact behaviorimpact behavior

What do people that are failing do?What do people that are failing do?– Clown aroundClown around– Make negative commentsMake negative comments– Stop tryingStop trying– Disrupt othersDisrupt others

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Preventing Discipline ProblemsPreventing Discipline Problems

Separate students who are having Separate students who are having problemsproblems

Talk with appropriate adults early onTalk with appropriate adults early on– Parents??????Parents??????– SupervisorSupervisor

Never allow the least cooperative student Never allow the least cooperative student to run the showto run the show

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Changing BehaviorChanging Behavior

Get to know kids as individualsGet to know kids as individuals– What makes each of them tick?What makes each of them tick?

Kids don’t care how much you know…Kids don’t care how much you know…

Reinforce desired behaviorReinforce desired behavior– Tell students what you expect and then when Tell students what you expect and then when

they give it to you, bombard them with SPFthey give it to you, bombard them with SPF

Evaluate and modify what you are doingEvaluate and modify what you are doing– Is it working? Why not?Is it working? Why not?

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Rules/ExpectationsRules/Expectations

Rules should be general and conciseRules should be general and concise

3-5 rules at the most3-5 rules at the most

Clearly stated in the positiveClearly stated in the positive

Rules should teach being a good personRules should teach being a good person

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Rules/ExpectationsRules/Expectations

Rules reflect the values of the teacher Rules reflect the values of the teacher and/or the organizationand/or the organization

Rules must be observableRules must be observable

Rules must be reasonable for the ageRules must be reasonable for the age

Rules should be displayed prominentlyRules should be displayed prominently– For students, teachers, supervisors, etc.For students, teachers, supervisors, etc.

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ConsequencesConsequences(My suggestions)(My suggestions)

First WarningFirst Warning

Second Warning Second Warning – TO, child decides when to come backTO, child decides when to come back

Third WarningThird Warning– Child out for rest of timeChild out for rest of time– If you have kids for over 30 minutes, start If you have kids for over 30 minutes, start

over each half hour to 45 minutesover each half hour to 45 minutes

Severe ClauseSevere Clause

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Using Time OutUsing Time Out

It is only effective if the program/activity is funIt is only effective if the program/activity is funStudent must face away from the actionStudent must face away from the actionEliminates teacher/student emotionEliminates teacher/student emotionIs better than one child disrupting othersIs better than one child disrupting othersIs for everyday problemsIs for everyday problemsIs consistent with societies consequencesIs consistent with societies consequencesIs a place to “Take a break”, cool down, and Is a place to “Take a break”, cool down, and reflectreflectWhy not TO for time?Why not TO for time?

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Responding to MisbehaviorResponding to Misbehavior

Avoid showing trigger pointsAvoid showing trigger points

Keep composedKeep composed

Avoid internalizing the problemAvoid internalizing the problem

Control your emotionsControl your emotions– Do you have a plan?Do you have a plan?

Avoid taking it personallyAvoid taking it personally– The cause of the behavior is probably not youThe cause of the behavior is probably not you

Remember kids have bad days tooRemember kids have bad days too

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Dealing with MisbehaviorDealing with Misbehavior

Do not feel threatenedDo not feel threatened

Acknowledge your feelingsAcknowledge your feelings– How are you going to feel when kids don’t How are you going to feel when kids don’t

listen?listen?

Do you have a plan?Do you have a plan?

Avoid argumentsAvoid arguments– Move awayMove away– Don’t eyeball the childDon’t eyeball the child

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Dealing with Deviant BehaviorDealing with Deviant Behavior

Avoid asking questions…at the timeAvoid asking questions…at the time

Avoid touchingAvoid touching

Avoid cussingAvoid cussing

Avoid sarcasmAvoid sarcasm– Difficult to interpretDifficult to interpret

Avoid punishing a group for the actions of Avoid punishing a group for the actions of oneone

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What are your options?What are your options?

IgnoreIgnore

Quiet WarningQuiet Warning

Time outTime out

Send to your superiorSend to your superior

Explode???Explode???

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Delivering consequencesDelivering consequences

Always privately, NEVER publiclyAlways privately, NEVER publicly



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Delivering ConsequencesDelivering Consequences

If publicly, what could happen?If publicly, what could happen?– It works.It works.– TensionTension– Fracture relationship between you and the Fracture relationship between you and the

childchild– Child becomes the heroChild becomes the hero– Class sees your trigger pointsClass sees your trigger points

YOU NEVER KNOW WHEN YOU ARE YOU NEVER KNOW WHEN YOU ARE GOING TO CRUSH A CHILDGOING TO CRUSH A CHILD

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Delivering ConsequencesDelivering Consequences

Buying timeBuying time– Engages other childrenEngages other children– Provides privacyProvides privacy– Avoids upsetting the other childrenAvoids upsetting the other children– Not embarrassingNot embarrassing– Doesn’t punish the kids that behaveDoesn’t punish the kids that behave– Doesn’t place teacher on defense of kids talk Doesn’t place teacher on defense of kids talk

backback

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Afraid of being the “bad guy”?Afraid of being the “bad guy”?

It’s not a good guy/bad guy situationIt’s not a good guy/bad guy situation– It’s not you against the childIt’s not you against the child

Is it disciplining?Is it disciplining?

Our society rewards those that are Our society rewards those that are disciplineddisciplined

It is a system for correcting, shaping, and It is a system for correcting, shaping, and molding appropriate behaviormolding appropriate behavior

You are teaching children to be disciplinedYou are teaching children to be disciplined

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MotivationMotivation

SuccessSuccess

ConnectionConnection

ChoiceChoice

IndividualityIndividuality

SupportSupport

FunFun

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Modifying ActivitiesModifying Activities

EquipmentEquipment

ScoringScoring– Is it necessary?Is it necessary?

RulesRules– If one kid dominatesIf one kid dominates– To ensure success for allTo ensure success for all

Easy to difficultEasy to difficult

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Part 3 – Part 3 – Developmentally appropriate Developmentally appropriate

activities for youthactivities for youth

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Key ConceptsKey Concepts

Activity for allActivity for all

Modified for successModified for success

ChallengingChallenging

AppropriateAppropriate

ENJOYABLE FOR ALLENJOYABLE FOR ALL

1 getting kids physically active aaron beighle, ph.d

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